Exploring turn-taking and repair strategies among Vietnamese non-English major students

Abstract

Based on Sacks et al.'s (1978)turn-taking model, the research aims to determine how Vietnamese non-English major students used turn-taking and overlap resolution strategies to manage their discourse during English tutoring sessions. Two Vietnamese students were conveniently selected for the study,and their conversations were recorded, transcribed, and coded in the style of conversation analysis and deductive content analysis. The results show that although the male student used more devices and strategiesthan the female in taking turns in one-at-a-time talks, both employed latching to reduce transition space most of the time. Also, the male student tended to use overlap resolution strategies (e.g., cutting off his talk and persevering in completing his turns) in simultaneous talks more frequently than the female. Interestingly, the female student used more turn-taking strategies in overlapping speech than in one-at-a-time talks. The findings shed light on Vietnamese non-English major students' strategy useduring interactions and are agreat boon to English educators at tertiary institutions who should consider training student tutors, providing English language learners with necessary interactional resources, and rethinking speaking assessments